Burlington Laboratories - ASU ADE 521 - Fall 2021

Arizona State University | Fall 2021 ADE 521 Advanced Architectural Studio I

ARCHITECTURE OF RENEWAL INSTRUCTOR:

Elizabeth McLean

STUDENT TEAMS:

Nilo Exar | Mia Hammerstrom | Mathew Varghese John | Solana Pearson Sheifali Bansal | Lylaine Flores | Goran Rajesh Ojha Radhika Uday Dhande | Brady Hettinger | Austin Lind | Helen Ross Nicholas Kalas-Hernandez | Clara Riess | Jake Rosenberger Miguel Ceniseros | Niharika Kuruvada | Priyanka Nakkella | Purva Pansuriya

Th e E x pa n s i o n G a m e Focus and Structure Of The Course

This studio focuses on architectural expansions as a ‘game’ with a set of rules that allow improvements and innovation. The goal is to learn from previous buildings through new expansions and programs, giving them a second life with a sustainable and bioclimatic approach. The course has four modules:

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RESEARCH: Make contextual approaches to the overall topic (history, urbanism, technologies, geometries, materials, programs, author’s biography, etc.).

RECONSTRUCTION: Reconstruct all plans and relevant information on the existing building.

EXPANSION: Propose a new expansion or renovation with a new program.

IMPROVEMENT: Create architectural improvements to the previous constructions.

Architecture Of Renewal Purpose of Proposed Expansions

This studio moves around the following question: What kind of architecture will be necessary to support higher education in the 21st century? When studying a group of unique academic buildings on selected college campuses across the eastern United States, we review the various constraints that were faced during the surge of construction in the post-WWII era to support rapid increase in academic enrollment and space. The goal is to propose expansions, modifications, and new educational and public architecture to philosophically and physically reinvent highereducation to support the 21st century learning landscape.

Case Studies Buildings of Focus for the Course

Ferry House Cooperative Dormitory | Vassar College ARCHITECT: Marcel Breuer YEAR BUILT: 1951 LOCATION: Poughkeepsie, New York STUDENT TEAM: Exar, Hammerstrom, John, Pearson

Burlington Nuclear Laboratories | North Carolina State University ARCHITECT: G. Milton Small, Jr. YEAR BUILT: 1953 LOCATION: Raleigh, North Carolina STUDENT TEAM: Bansal, Flores, Ojha

Boiler Plant | Illinois Institute Of Technology ARCHITECT: Mies Van der Rohe YEAR BUILT: 1950 LOCATION: Chicago, Illinois STUDENT TEAM: Dhande, Hettinger, Lind, Ross

Meredith Hall | Drake University ARCHITECT: Mies Van der Rohe YEAR BUILT: 1965 LOCATION: Des Moines, Iowa STUDENT TEAM: Kalas-Hernandez, Riess, Rosenberger

Art Gallery | Yale University ARCHITECT: Louis Kahn YEAR BUILT: 1953 LOCATION: New Haven, Connecticut STUDENT TEAM: Ceniseros, Kuruvada, Nakkella, Pansuriya

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NCSU- Burlington Nuclear Laboratories

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Milton | 1953 | Raleigh, North Carolina

Burlington Laboratories was designed by G. Milton Small, Jr. circa 1953. In the expansion, we focused on collaborative work and reformatting the floor plans of the building, so users can collaborate and share ideas among staff and student researchers. The original building was non-inclusive and individualized, but with the modified floor plan, users have integrated workspaces where they can collaborate and share ideas. By reintroducing a fusion power plant, the space where the reactor sat was expanded to allow the heat to radiate upwards and cool the room passively but because the newly installed reactor is taller than the original reactor, the expansion of the roof is necessary.

NCSU-

Burlington Nuclear

Burlington

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5th Year, Masters of Architecture Two Year program Collage, Expansion Render, Layout, Elevations, Expansion Floor Plans, Rendered Site Plan, Perspectives, Section, Narrative, Isometric Diagrams, Detailed Strip Section, Presentation, Physical Roof Model

Ly l a i n e F l o r e s 5th Year, Masters of Architecture Three Plus Program Diagram Making, Narrative, Presentation, Physical Model Making

5th Year, Masters of Architecture Two Year program Floor Plans, Site Plan, Sections, Rendered Sections, Physical Model, Research, Narrative, Presentation, Wall Section

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Burlington Nuclear

Sheifali Bansal

The Students-

Goran Rajesh Ojha

Contextual Forces Milton | 1953 | Raleigh, North Carolina

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Student Engineering Population Impact of Economy Historical Significance of Building Installation of Nuclear Power Plant Student Engineering Population There is a need to expand the Burlington laboratories to accommodate the increase in population of engineering students and staff.

Impact of Economy After World War 2, the economy entered an era of transition and expansion which would motivate the construction of the Burlington Laboratories. More money was being invested into research and education.

Historical Significance of Building The reactor installed in this building had an impact in the way institutions did research because it was the first reactor to be in a campus and free of any government control.

Installation of the Nuclear Power Plant The nuclear reactor impacts the way the building is formatted, and the security and access is limited because of the precautionary measure that are taken.

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The existing layout of the building lacks any crossing over from one side to the other. On the left side of the building, faculty and staff have access to the laboratories and rooms, while on the right side of the building, it is focused on student researchers.

There are no spaces for both users to use for collaborative work. The hierarchy of the building is individualized and that impacts the way student researchers and faculty cooperate academically.

S pac e H e i r a r c h y

Pre-Existing

Adjacency Diagram

-Burlington Nuclear

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Pre-Existing Structure

N

W

DO

DO

W

N

Ground Floor Layout

1:44

Basement layout 1:44

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Milton | 1953 | Raleigh, North Carolina

North 1:16

60'

West 1:21

Proposed Floor Plans

The proposed floor plans give an opportunity to collaborate with staff and student researchers. With the modified version of the floor plan, users have workspaces where users can share their discoveries. The laboratories are centralized and focus on group opportunities instead of individualized work. The public area expanding beyond the existing envelope will allow the support of 21st century learning because it gives users the ability to share ideas in a space.

S pac e H e i r a r c h y

G r o u n d F l o o r

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Milton | 1953 | Raleigh, North Carolina

Dark Room

Ground Floor

Site Plan

1:89

Counting Room

Basement

1:89

1:53

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Burlington Lab

North

1:60

West

1:45

West

1:15

Milton | 1953 | Raleigh, North Carolina

North

1:33

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NCSU - H e at e d & C h i l l e d A i r D i s s i pat i o n

53 Burlington Lab

West

1:15

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Milton | 1953 | Raleigh, North Carolina

The reactor room will emit a considerable amount of heat; therefore, the roof was expanded to allow heat to radiate upwards and cool the room passively. The roof plays a main role because the molding of the structure allows for more breathing space.

There are gutters on the bottom exterior that harvest and collect rainwater. The harvested water is held in 2 columns which will then be used in the mist system.

The water system will allow the building to reduce the water demand and it will cool the reactor room.

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Roof Stages Development Milton | 1953 | Raleigh, North Carolina

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2

4

3

5

6 The roof uses steel and glass frame and has bioclimatic considerations such as 8 different pillars in this roof. There are 4 structural columns, 2 columns hold the rainwater, one is for mist circulation, and the other is for electricity storage. The roof uses a ball and socket joint and under the roof, there is a frame that is made of iron rods that join at the joint. Above, there is glazing that sits on these mechanisms.

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Wall Detail - Th e R o o f

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Framework For Design Excellence

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The framework for Design Excellence can be expressed as a set of questions to ask one’s self throughout the design process

Design For Integration

What’s the big idea behind this project? What is its purpose?

How do its separate pieces fit together into a coherent whole?

Design For Equitable Community

Who gets to use this building and how does it benefit its users and the community?

How has the community been engaged to shape the design? Who is invited in, who is excluded? How does its location and design promote equitable access to its benefits, strengthen its community, and reinforce means of transportation that support health and reduce emissions?

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Design For Ecosystems

How does this project benefit the earth? How does it impact the living systems around it?

Design For Water

How does this project work with and delight in water, and how does it use water wisely?

Design For Economy

How do you provide abundance with an economy of means?

Design For Energy

How does the design work with, rather than fight, local climate to provide a comfortable place for people with the least energy use and carbon emissions?

Design For Well-Being

How does the design promote the health of those who spend time in it?

Design For Resources

Why did you select the materials you did? Where do they come from, what’s their impact (including the pollution and carbon impact of their manufacture), and where will they go after the building is gone?

Design For Change

Why did you select the materials you did? Where do they come from, what’s their impact (including the pollution and carbon impact of their manufacture), and where will they go after the building is gone?

Design For Discovery

How does your design allow the building to learn from its users, and allow its users to learn from the building? What lessons have you learned from the project? Where have you failed, fallen short? What will you carry forward?

Acknowledgements We would like to thank each of the following professionals for volunteering their time and energy for our reviews throughout the duration of the semester:

Robert Cannavino, RA Johanna Collins, RA Kyle Fiano Mikayla Krager, Associate AIA Andrew Marriott, AIA, NCARB Carrie Perrone, AIA, LEED AP Eduardo Robles Whitney Warman, AIA, NCARB We appreciate the many suggestions that were made and realize that you have each contributed to our final designs in one way or another.

We would also like to thank the staff at The Design School, including the employees running the design labs, printing services, cafe, cleaning protocols, and the library, for bearing with us and assisting us throughout this semester.

Finally, we would like to thank our professor, Elizabeth McLean, for providing countless desk crits, professionals within the community for reviews, an organized framework for the course that kept us all on track, and being there to assist us in the day-to-day operations of the studio.

- Fall 2021 ADE 521 Classmates

Arizona State University | Fall 2021 ADE 521 Advanced Architectural Studio I